Focuses on a general document navigation strategy called the known/need-to-know strategy. Illustrates the strategy using a variant of this strategy called "locate." (SR)

Inaugurates this column's topic for the year: document strategy procedures and ways to teach them. Argues that knowledge of document structures allows for better knowledge of the cognitive steps and metacognitive strategies in document processing. (SR)

Reviews document strategies called "locate tasks." Discusses "cycle tasks," tasks requiring two or more locate tasks, repeating the known/need-to-know steps, thus cycling to earlier steps in the known/need-to-know procedure. (SR)

Describes three metacognitive abilities important for learning: self-knowledge, task knowledge, and self-monitoring. Identifies six metacognitive characteristics that separate proficient readers from less effective readers. Lists five principles on which independent learning is based. (RS)

Discusses three types of integration tasks in reading, rank ordering, first-level integration (looking for similarities within a list of items), and second-level integration tasks (looking for differences). Offers classroom extension activities. (SR)

Describes three "generate" strategies for seeking information in text when expected clues are missing. (SR)

Uses the example of SQ3R (Survey, Question, Read, Recite, and Review) to demonstrate how knowledge of the relationship between theory and practice makes reading and study skills instruction more meaningful. Notes that this awareness also enables teachers to modify various skills to meet student needs. (MM)

Discusses how to create a profile of students' abilities to apply document strategies (locate, cycle, and integrate strategies). (SR)

Argues that teachers can determine the instructional frameworks which can empower students to understand more about their own learning. Describes activities (learning logs, directed reading-thinking activities) that develop higher level thinking skills using writing, reading, and reasoning. Concludes that such activities facilitate students'…

Outlines instructional activities for developing three subsets of metacognitive awareness--task awareness, strategy awareness, and performance awareness. Argues that students will be effective and efficient learners only by knowing what to study, how best to study it, and whether it has been learned. (RS)

Describes how a teacher can model the inference process to help students learn to make inferences. (HOD)

Advocates the use of journal writing in reaction to readings to help make reading a more significant part of students' lives. (SRT)